Connecticut Intensive Intervention Implementation Initiative: Implementing a data-based individualization (DBI) system
CONNi4 involves professional development and on-site school support for holding DBI meetings. We help school teams hold efficient meetings to make decisions about changing student instruction based on progress-monitoring and other data. We initially lead to monitor use of our system and then attend the meetings to provide guidance after we hand off responsibility for managing meetings to school teams. We visit classrooms to help teachers identify ways that instruction might not match student need. We meet with district and school administrators to help them better support their teachers in implementing DBI.
CONNi4 involves professional development and on-site school support for holding DBI meetings. We help school teams hold efficient meetings to make decisions about changing student instruction based on progress-monitoring and other data. We initially lead to monitor use of our system and then attend the meetings to provide guidance after we hand off responsibility for managing meetings to school teams. We visit classrooms to help teachers identify ways that instruction might not match student need. We meet with district and school administrators to help them better support their teachers in implementing DBI.
Collaborators:
TBD
The C.A.R.I.N.G. Project: Reading & Imaging
Computer-Aided and Reading Intervention with Neuroimaging of Growth
CARING focuses on understanding the connection between instruction and neurological development. Second and third grade students with reading difficulty receive 80 lessons of instruction with the research-validated Empower™ developed by Maureen Lovett and colleagues.
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Computer-Aided and Reading Intervention with Neuroimaging of Growth
CARING focuses on understanding the connection between instruction and neurological development. Second and third grade students with reading difficulty receive 80 lessons of instruction with the research-validated Empower™ developed by Maureen Lovett and colleagues.
more»
Before instruction, students visit the Brain Imaging Research Center at UConn and complete a neuroimaging scan in a magnetic resonance imaging (MRI) machine. Then, they participate in instruction, and students visit Haskins Laboratory for brain scans using functional near-infrared spectroscopy (fNIRS) seven times so we can track neurological response to instruction.
Collaborators:
Kenneth Pugh, Haskins Laboratories (PI)
Stephen Frost, Haskins Laboratories
Joy Hirsch, Yale Child Study Center
IN/PoWr: Polysyllabic Words
Interventions and Neuroimaging for Polysyllabic Word Reading
IN/PoWR tests the impact of two very different reading instructional programs on the neurobiological development of students with reading challenges. A Morpheme Reading Intervention focuses on using meaning parts in words to improve reading skills. A Syllable Reading Intervention focuses on breaking words into syllables to read them.
more»
Interventions and Neuroimaging for Polysyllabic Word Reading
IN/PoWR tests the impact of two very different reading instructional programs on the neurobiological development of students with reading challenges. A Morpheme Reading Intervention focuses on using meaning parts in words to improve reading skills. A Syllable Reading Intervention focuses on breaking words into syllables to read them.
more»
Students visit the Brain Imaging Research Center at UConn to complete a magnetic resonance imaging scan–before and after participation in one of the interventions. We hope to learn whether different approaches to instruction change the brain in different ways. Data collection runs through Spring 2019.
Collaborators:
Michael D. Coyne, UConn
Jay Rueckl, UConn
Kenneth Pugh, Haskins Laboratories
Project CALI: Co-Teaching
Content-Area Literacy Instruction
Project CALI focuses on professional development for co-teachers who provide content-area middle school instruction. The goal is to help these teachers build students’ literacy skills while teaching them important grade-level content.
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Content-Area Literacy Instruction
Project CALI focuses on professional development for co-teachers who provide content-area middle school instruction. The goal is to help these teachers build students’ literacy skills while teaching them important grade-level content.
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In Project CALI, teachers participate in four cycles of professional development that include teacher learning meetings, instructional planning, coach demonstrations, coach-teacher co-taught lessons, and lesson observations. In these cycles, teachers learn strategies to introduce students to content-area texts, summarize texts, and work collaboratively to understand concepts. It also includes differentiated student support.
Collaborators:
Jade Wexler, University of Maryland (PI)
Christopher Lemons, Vanderbilt U.